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Making graduation matter: initial evidence and implications for policy and research.

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Title: Making graduation matter: initial evidence and implications for policy and research.
Authors: Lin, Ching-Hui, Chen, Jyun-Hong, Borden, Victor M. H.
Source: Studies in Higher Education. Sep2021, Vol. 46 Issue 9, p1850-1865. 16p. 1 Diagram, 5 Charts.
Subjects: Universities & colleges, Further education (Great Britain), Educational attainment, Event history analysis, Educational outcomes
Abstract: This study employs a quantitative method to understand the qualities of college experience that impact timely degree attainment. We specifically focus on how low socio-economic background students transition to and navigate the academic and social environment of a selective pubic research university. The study applies a longitudinal analysis to the institutional-level data from academic years 2006–2007 through 2012–2013 to examine college experiences germane to timely degree completion and level of academic performance. By focusing on student academic and social experiences transitioning into college, the study critically examines institutional policies and practices that influence degree attainment and the quality of further education outcomes. Implications of the results for institutional policies and practices are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Making graduation matter: initial evidence and implications for policy and research.
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  Data: <searchLink fieldCode="AR" term="%22Lin%2C+Ching-Hui%22">Lin, Ching-Hui</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Jyun-Hong%22">Chen, Jyun-Hong</searchLink><br /><searchLink fieldCode="AR" term="%22Borden%2C+Victor+M%2E+H%2E%22">Borden, Victor M. H.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Sep2021, Vol. 46 Issue 9, p1850-1865. 16p. 1 Diagram, 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Further+education+%28Great+Britain%29%22">Further education (Great Britain)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Event+history+analysis%22">Event history analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
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  Data: This study employs a quantitative method to understand the qualities of college experience that impact timely degree attainment. We specifically focus on how low socio-economic background students transition to and navigate the academic and social environment of a selective pubic research university. The study applies a longitudinal analysis to the institutional-level data from academic years 2006–2007 through 2012–2013 to examine college experiences germane to timely degree completion and level of academic performance. By focusing on student academic and social experiences transitioning into college, the study critically examines institutional policies and practices that influence degree attainment and the quality of further education outcomes. Implications of the results for institutional policies and practices are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2019.1711040
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        Text: English
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        PageCount: 16
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      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Further education (Great Britain)
        Type: general
      – SubjectFull: Educational attainment
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      – SubjectFull: Event history analysis
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      – SubjectFull: Educational outcomes
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      – TitleFull: Making graduation matter: initial evidence and implications for policy and research.
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              Text: Sep2021
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              Y: 2021
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